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Original poster

"Key words"

28 replies

daisy243 · 10/09/2010 19:22

My dd is in Y1. She had learnt all the reception and Y1 keywords whilst in reception. Is that it now? She isn't being given any now. She had been given the reception and Y1 keywords to learn to spell in reception but in Y1 they don't concentrate on spellings until after December.

I'm a bit frustrated really. It feels like the class goes at slowest persons pace and the more able are just allowed to breeze along!

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bigfootbeliever · 10/09/2010 19:31

Lowest common denominator I'm afraid (confused)

bigfootbeliever · 10/09/2010 19:32

That should be Confused

Original poster
daisy243 · 10/09/2010 19:33

What do you mean?

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mrz · 10/09/2010 19:42

why did she learn them? pointless exercise really

IndigoBell · 10/09/2010 19:47

Now she will continue to learn to read, write, spell, punctuate, add, subtract, solve problems, paint, make friends, draw.....

sorrento56 · 10/09/2010 19:48
Hmm
Original poster
daisy243 · 10/09/2010 19:52

Why was it a pointless exercise mrz? Isn't that what happens in most school? Why the sceptical face? I'm just wodering if there are keywords learnt beyond Y1?

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Shaz10 · 10/09/2010 19:53

Have you still got them? Practise spelling them at home.

mrz · 10/09/2010 19:57

No it isn't what happens in most schools and hasn't been since they were replaced about 5 years ago.

If children are taught to blend and segment effectively they don't need to memorise long lists of words which they rarely spell correctly in their writing the week after the spelling test - so as a Literacy coordinator and SENco I say pointless waste of learning time.

Original poster
daisy243 · 10/09/2010 19:58

Yes I have but I feel it's unfair on her to do them now and then repeat them after Christmas. Just feels like she'll tread water for this term. If there are further keywords to have I'd like to be able to do them with her...hence my question as to whether there are more!

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Original poster
daisy243 · 10/09/2010 19:59

Mrz, do you not do spelling tests then?

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Shaz10 · 10/09/2010 19:59

Mrz I used to send home the high frequency words. I found if they weren't constantly sounding out the, and etc their reading flowed much better, and they were less frustrated.

TheFallenMadonna · 10/09/2010 19:59

Tread water in what way? Is she still doing reading at school and at home? (These are reading words?)

TheFallenMadonna · 10/09/2010 20:00

Oh - spelling! Sorry. Ignore me.

Original poster
daisy243 · 10/09/2010 20:03

Yes still reading at home and school etc but I know it's a terrible thing to think but is there a bit more she could do? If kids struggle they get more attention and plans as to how to help. If kids seem to be doing well or better than average it seems everyone accepts that and your unreasonable and pushy if you ask the question "what can we be doing next"
I can feel I'm going to down in flames soon!

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chatnamenotalreadyinuse · 10/09/2010 20:04

Based on phonics alone how do they know that a word such as 'neighbour' isn't spelled nayber for example?

I don't get how they can know that if they don't do spellings too (not disputing that phonics is good for reading btw).
Please can you explain MRZ?

mrz · 10/09/2010 20:31

shaz they don't have to constantly sound out any word - as an aside there really is only one sound in the.

mrz · 10/09/2010 20:42

chatnamenotalreadyinuse they are taught the alternative ways of representing the sounds which obviously helps them to read the word and exposure to words like neighbour helps to visualise the correct spelling (how many people do you know who say I have to write that down to see if it looks right?)

Spelling tests from memorised word lists result in children achieving 10/10 for the test but spelling the same words incorrectly a day/week/month later in independent writing.

Does anyone seriously think the best use of time is memorising words like - at - in - on- up- dad- mum?

magicmummy1 · 10/09/2010 21:03

"Yes still reading at home and school etc but I know it's a terrible thing to think but is there a bit more she could do? If kids struggle they get more attention and plans as to how to help. If kids seem to be doing well or better than average it seems everyone accepts that and your unreasonable and pushy if you ask the question "what can we be doing next"
"

Daisy, does your school not differentiate work in year 1? My dd has also just moved up from Reception, and the work is differentiated according to ability. Confused

chatnamenotalreadyinuse · 10/09/2010 21:03

I completely agree about simple words like that. But where there are a number of alternative spellings if you use phonics knowledge I can believe there is some value in spelling tests.

Fair point about short term retention. Maybe I was unusual though as I genuinely learned to spell through spelling tests. But then I have a strong visual memory.

mrz · 10/09/2010 21:11

chatnamenotalreadyinuse but those simple words are the very words found in the Key Word list the OP refers to!
The first Key Word is "a" Hmm
am - an - at- and- are - can - cat - dad - dog
which is why I say it isn't a good use of time

Original poster
daisy243 · 10/09/2010 21:14

Magicmummy....it doesn't look like it to me. I don't really want to go in and speak to teacher as I worry I'll be seen as being pushy!
I don't want to make her do a load of stuff at home....too busy being a kid! I don't mind doing reading etc but feel school is the place for learning to spell!

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ihearttc · 10/09/2010 21:32

I have posted a lot about my DS and reading etc last year...he has now gone into Y1 as well. He has also learnt all the reception words plus the Y1/Y2 words which his school combine together and his new teacher has basically said not to bother with them anymore and she might as well give him a dictionary to memorise (he has a fantastic sight memory) for all the good it does.

Instead she has given him some phonemes (is that the correct word?) to work on and try and find out other words with the same ones in whilst he is reading books/on signs and in shops etc. For example ai so he had rain,train,rail,brain etc and had to think of some more.

Yes he can read and is quite a fluent reader because he has such a good visual memory but after 2 days she has recognised his weak areas and is trying to help him. As far as I know he is the only one being given this to do as the rest of the class are ploughing through key words. Im not suggesting that your dd needs the same stuff as my ds cause every child is different and phonics is what he really struggles with but surely it cannot be that hard for the teacher to give her some different stuff to do.

chatnamenotalreadyinuse · 10/09/2010 21:34

Sorry Mrz - my misunderstanding then. I was thinking more of later on with more complicated words with several alternative sounds in them.

Original poster
daisy243 · 10/09/2010 21:45

Ihearttc, we have had the phonemes and I still point them out to her when we are reading together when she gets stuck on a word. I guess I just don't know whether she is that different from her peers and whether to make a "fuss" or not. I think I will ask the questions I want to at parents evening and try not feel like pushy awful Mum!

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